영재아를 위한 Parnes의 창의적인 문제 풀이에 관한 연구 : laying great emphasis on 《materials of mathematical problem》 = A Study on the Parnes' Creative Problem Solving for Gifted Children

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to introduce the six steps of Parnes' creative problem solving(CPS) for gifted children, to discuss about <<materials of math-ematical problem>> (수학 문젯거리) deeply, and to find out the methods applying the solution of elementary mathematics problems to the CPS.
One approach that has been used widely in programs for gifted is the CPS model developed by Sidney J. Parnes, director of the annual CPS Institute held at the State University of New York at Buffalo of the state New York in U.S.A. Then the purpose of Parnes' model is twofold: (a) to provide a seq-uential process that will enable an individual to work from a "mess" to arrive at a creative, innovative, or effective solution; and (b) to enhance an indi- vidual's overall creative behavior. Creative behavior, according to Parnes, is a response, responses, or pattern of responses which operate upon internal or external discriminative stimuli, usually called things, work, symbols, etc, and result in at least one unique combination that reinforces the response or pattern of responses.
The need for creativity training in all phases of education can no longer be ignored. The current state of the educational process, with its emphasis on "the right way," together with the necessity of dealing with massive amounts of informaiton, a constantly and rapidly changing world, and pressing social concerns, makes the development of creative problem-solving skills imperative.
Parnes cites Maslow's "need for self-actualization" as a goal that can be met through education for creativity. Thus, the kind of education developed from a creative problem-solving perspective would meet both individual and societal needs. Of the many teaching-learning models currently used in problems for the gifted, the Parnes' model provides the most "hard date" showing its dffectiveness. It also demonstrates the most versatility based on successful practical application in bussiness, government, the health care professing, and education. The process is taught to university students, teachers, young child-renm adolescent, parents, artists, managers, scientists, city planner, architects-anyone who is interested-through the Creative Problem Solving Institutes.
Sinece he first encountered Alex Osborn's program in 1936, Parnes has worked toward the establishment of the most comprenensive program possible for nurturing creative behavior. Using Osborn' model as a base, he added paris of existing theories and programs he could uncover, as well as new approaches recently developed. At present, the model consists of six steps, i.e., ① Mess finding, ② Date finding, ③ Problem finding, ④ Idea finding, ⑤ Solution finding, and ⑥ Acceptance finding, usually followed in sequential order. Parnes feels the resulting process is easy to follow, and once the procedures have been learned, the components of under-standing the problem (Steps 1-3), generating ideas (step 4), and planning for actions (Step 5-6) are quite flexible and can be adapted to the particular needs of the group and the task.
As a total approach to curriculum development for the gifted, the Parnes' CPS model is difficult to justified as qualitatively different or comprehensive. However, the model can be combined easily with other approaches in a way that can minimize or eliminacte its dis-advantages. Teachers also can emphasize different uses of process, complex societal problem solving, and application of the process in interdisciplinary studies to make CPS more appropriate as a strategy in program development for gifted children.

목차 (Table of Contents)

• 제1장 서론
• 제2장 Parnes의 창의적인 문제 풀이
• 제3장 Parnes 모형을 수학에의 적용
• 제4장 요약 및 결론
• 참고문헌
• Abstract